Rationale

DPI Standards

Standard 1, Indicator 1

Standard 7, Indicator 7

Standard 16, Indicator 4

Context:

            During the fall of 2007, I interned in a third grade classroom.  While interning, I performed a reading assessment on a girl.  This reading assessment consisted of the student reading a loud vocabulary words and reading passages.  After reading the passages, the student would answer a couple comprehension questions.  Before I conducted the assessment, I asked my teacher what reading level she thought my student was on.  With this information, I decided to have the student start reading at a second grade reading level.  She was able to read up to the fifth grade reading level before she missed more than half of the reading comprehension questions. 

            Once the assessment was over, I was able to use the information from the student’s reading to analyze the student’s ability and independent and instructional reading level.  After doing this, I was able to come up with a book list for this student.  The books that I chose were appropriate for her independent and instructional reading level. 

Impact:

            This assessment can be used in various ways in the classroom.  By deciding what reading level the student is on, can help to decide what kind of literacy group a student should be placed in and what kind of books the student should be reading and comprehending.  This also helps with coming up with books for a specific reader.  These books are targeted for specific students reading level and will help students to move further along in their reading. 

Alignment:

            This reading assessment met many DPI standards.  Standard 1, Indicator 1 states that teachers should know the developmental stages of language acquisition.  I met this standard by writing up a write up about the assessment.  In this write up, I was able to interpret, describe, and analyze the student’s level of reading.  Standard 7, Indicator 7 states that teachers should develop and use a variety of formal and alternative assessment strategies as an integral part of instruction and learning appropriate for assessing individual, peer, team, and collaborative skills.  I met this by assessing an individual student in an area of elementary curriculum, literacy.  Standard 16, Indicator 4 says that teachers should participate in the selection of textbooks and resource materials that augment the elementary curriculum such as atlases, maps, children’s literature, and software.  I met this standard by choosing appropriate reading level books for the student that I assessed.  These books are reading level appropriate for her.